» Dr. Randy T. Busse
Associate Professor

College of Educational Studies
Dr. Randy T. Busse
Office Location:
Reeves Hall 117
Email:
Education
University of Wisconsin - Madison, Bachelor of Science
University of Wisconsin - Madison, Ph.D. in School Psychology
Biography
I achieved my Doctorate in Educational Psychology in 1996 from the University of Wisconsin-Madison, with a major in School Psychology, a minor in Cognition and Learning, and a minor in Educational Administration. I have been teaching at the university level since 1995 and have achieved tenure at Chapman University and the University of Wisconsin-Whitewater. My research, writing, and presentations include the topics of direct academic assessment, school-based consultation, methods for assessing response to intervention, selective mutism, and child psychopharmacology.

Areas of Scholarly Interests:

•    Development of a direct assessment measure of academic task attack skills
•    Development of a manual and methods for the treatment of selective mutism
•    Development of a measure of other-esteem
•    Meta-analytic applications of single-case outcome effect sizes
•    Validation of criterion based single-case outcome methods
•    Exploration of the validity of cognitive processing assessment

Recent Scholarly Writing:

Busse, R.T., & Yi, M. (in press). Behavioral and academic rating scale applications within the problem-solving model. In R. Brown (Ed.), Assessment for intervention: A problem-solving approach (2nd ed.). New York: Guilford. [student co-author]

Larson, J., & Busse, R.T. (in press). A problem-solving approach to school violence prevention. In. S. Jimerson & M. Furlong (Eds.), Handbook of school violence and school safety (2nd ed.). New York: Guilford.

Busse, R.T., & Downey, J. (2011). Selective mutism: A three tiered approach to prevention and intervention. Contemporary School Psychology, 15, 53-63 [student co-author]

Busse, R.T., Elliott, S.N., Kratochwill, T.R. (2010). Convergent evidence scaling for multiple assessment indicators: Conceptual issues, applications, and technical challenges. Journal of Applied School Psychology, 26, 149-161.

Powers, K., Hagans, K., & Busse, R.T. (2008). School psychologists as instructional consultants in a response to intervention model.  The California School Psychologist, 13, 41-53

Recent Presentations:

McGill, R.J, & Busse, R.T. (2011). A meta-analytic review of social stories research: Examining interventions for decreasing problem behavior. Paper presented at the annual convention of the National Association of School Psychologists, San Francisco, CA. [student directed paper]

McGill, R.J., & Busse, R.T. (2011).  Convergent evidence scaling methods for assessing response to intervention.  Poster presented at the annual convention of the National Association of School Psychologists, San Francisco, CA. [student directed research]

Busse, R.T., & Kennedy, K. (2011). Methods for assessing response to intervention. Workshop presented at the convention of the California School Psychologists Association, Costa Mesa, CA.

Busse, R.T., Hass, M., & Domzalski, S. (2011). Assessment of academic task attack strategies. Workshop presented at the convention of the California School Psychologists Association, Costa Mesa, CA. [student co-presenter]

Busse, R.T. (2011). Selective mutism: School psychologists’ role in assessment and intervention. Workshop presented for the San Bernardino Valley Association of School Psychologists, San Bernardino, CA.
Recent Creative, Scholarly Work and Publications
McGill, R.J., & Busse, R.T. (2014). An evaluation of multiple single-case outcome indicators using convergent evidence scaling. Contemporary School Psychology, 18, 13-23. [student co-author]
Brady, J., Busse, R.T., & Lopez, C. (2014). Monitoring school consultation intervention outcomes for data-based decision making: An application of the goal attainment scaling method. Counseling Outcome Research and Evaluation, 5, 63-69.
Busse, R.T., & Lee, C. (2014). Assessment and intervention for academic task attack strategy competencies. Contemporary School Psychology, 18 (online). [student co-author]
Busse, R.T., McGill, R.J., & Kennedy, K.S. (2014). Methods for assessing single-case school-based intervention outcomes. Contemporary School Psychology, 18 (online). [student co-author]
Busse, R.T., & Yi, M. (2013). Behavioral and academic rating scale applications within the problem-solving model. In R. Brown-Chidsey & A. Andren (Eds.), Assessment for intervention: A problem-solving approach (2nd ed.)(pp. 180-198). New York: Guilford. [student co-author]
Brady, J., Busse, R.T., Carriere, J.A., Hass, M., & Kennedy, K.S. (2013). Assessing intern impact factors for program evaluation and improvement. Trainer’s Forum, 31, 61-71.
Larson, J., & Busse, R.T. (2012). A problem-solving approach to school violence prevention. In. S. Jimerson, A.B. Nickerson, M.J. Mayer, & M.J. Furlong (Eds.), Handbook of school violence and school safety (2nd ed.)(pp. 45-56). New York: Guilford.